Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
Services
Slide
Notes to Trainers
M2 #1
All references to ‘partners’ or ‘consultees’ include early
childhood teachers, preschool teachers, Head Start
personnel, parents, or other caregivers.
Module 2 - Research Base
Supporting Consultation in
Itinerant ECSE Services
Project DIRECT 2007
Defining Itinerant Roles for
Early Childhood Teachers
1
M2 #2
 It’s important for Itinerant ECSE teachers to understand
the principles underlying a consultative approach to
service delivery. The information presented in this
module will provide a rationale for a consultative
approach.
Objectives
 Describe research support for
consultation services in Itinerant
ECSE Model
 Discuss how consultation and
incidental teaching can address IEP
objectives
2
Research Base for Consultation
in Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of
EI/ECSE. Effectiveness of consultation,
however, is well established in the fields of
special education and school psychology
(Gresham & Kendell, 1987; Noell, Witt,
Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
M2 #3
 The term “empirical” refers to scientific evidence
derived from experimental research. The use of a
consultative model is emerging in the field of early
childhood special education and can be viewed as a
“promising practice”. Within in the field of behavioral
consultation, it is viewed as “evidence-based practice”.
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M2 #4
 Consultation is a model of delivering services—it’s a
broad-based approach to support for inclusion.
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery
model, is supported by several other
principles of special education
instruction that are relevant to early
childhood special education, including:





Ask participants if they’ve heard of the four terms listed
here and ask volunteers to explain.
Phases of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
Services
Slide
Notes to Trainers
M2 #5
 Ask participants to describe how they’ve learned
different skills. For example, how they learned to use
the computer or learned to cook. The ways in which we
learn different skills or information follows predictable
patterns.
Phases of Learning
 The intensity of instruction changes
as a function of the Phases of
Learning. In the initial or acquisition
phase of learning, errors are
frequent. This is the phase of learning
in which direct instruction or massed
practice may be helpful establishing
reliable behavior or skill levels……
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M2 #6
 Ask for examples of how a learner (either themselves or
children with whom they work) improves their use of a
skill or behavior through practice.
Phases of Learning…continued
 After learners have acquired a skills and
demonstrate minimally acceptable
performance, they transition through the
phases of FLUENCY and MAINTENANCE to
GENERALIZATION (the gold standard for
learning).
 This transition becomes easier if learners
have multiple opportunities to ‘practice’ and
expand their use of skill or behavior across
materials, persons and environments……
6
Phases of Learning…continued
 Teachers can help learners use skills
or behaviors in different ways (e.g.,
with different materials and different
people) and in different situations
(e.g., in different routines and
activities) through the use of
incidental instruction, embedded
learning opportunities (ELO) and
DISTRIBUTED practice.
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M2 #7
 Ask participants to describe how one skill can be used in
different ways and in different situations. For example,
initiating a conversation with someone is an important
skill that children need to learn to use in different
situations (e.g., at snack and during center-based
learning) and with different people (e.g., their teacher
and their peers).
 The terms “incidental instruction”, “ELO Strategies”,
and “distributed practice” will be explained later in this
module.
M2 #8
 The reference citations included here provide empirical
evidence of the effectiveness of distributed practice.
Distributed vs. Massed Practice
Instruction is most effective when
opportunities to acquire and practice
skills occur across the day as opposed
to single points during the day
(Hemmeter, 2000; Sandall & Schwartz,
2002; Wolery, 2000; Wolery, Ault, &
Doyle, 1992)
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
Services
Slide
Notes to Trainers
M2 #9
Difference Between Massed and
Distributed Practice
 Massed Practice
• Students are provided multiple
opportunities to practice WITHIN a single
learning session. These learning
opportunities are provided continuously,
without a break.
 For example, the itinerant teacher provides
20 minutes of instruction targeting
children’s vocabulary development in a
single session.
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M2 #10
Difference Between Massed and
Distributed Practice…continued
 Distributed Practice:
• Students are provided with single
PLANNED learning opportunities
dispersed across the day or throughout
the week when the targeted skill is most
likely to be used.
 The child’s teacher or primary caregiver
plans for and provides opportunities for
children to learn new vocabulary or practice
using vocabulary at single times across the
day or week.
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M3 #11
Research on Distributed Practice
 As early as the 1800s, researchers have
consistently demonstrated that distributed practice
supports learning significantly more than massed
practice, particularly for language-based skills
(Ebbinghaus, 1885/1964; Jost, 1897; Thorndike,
1912).
 Cepeda, Pashler, Vul, Wixted, & Rohrer (2006)
suggests that the effects of distributed practice are
consistent across the human life span. Babies as
well as the elderly learn better when opportunities
to learn are distributed across time rather than
massed together.
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M3 #12
Massed Practice=Over learning
 Rohrer, Taylor, Pashler, Wixted, and
Cepeda (2005) argue that once a
student has demonstrated a skill once
within a teaching trial, additional
trials constitutes over learning. “
Over learning is an inefficient
(emphasis added) strategy for
learning material for meaningfully
long periods of time (p. 361).
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
Services
Slide
Notes to Trainers
M2 #13
Applying concepts of massed and
distributed practice to your life…
 The research on distributed practice
confirms what our teachers have
always told us…
• We learn better when we study a little bit
every day rather than spending hours
cramming for a test! While cramming
might produce short-term results, it
DOES NOT result in long-term learning.
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Distributed vs. Massed Practice
continued…
Since itinerant ECSE teachers in Ohio
spend, on average, 1 hour per week (or 4
hours per month) with individual children
on their caseloads (15-20 children), it is
difficult to implement a distributed
practice approach without extensive
support from the general education
teacher or parent.
M2 #14
 Ask participants for their views about this statement—
does it make sense? Are there ways of implementing a
distributed practice model of supporting learning if just
the itinerant ECSE teacher is working with the child to
achieve IEP goals?
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M2 #15
Importance of
Distributed Practice
 Since itinerant ECSE teachers have limited
time with children, it is difficult to
implement a distributed practice model.
However,
• Early childhood teachers are present all
day and can provide opportunities for
distributed practice across the day and
during the week
• But they cannot be effective, if they do
not have the knowledge and skills to do
so…..
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
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Notes to Trainers
M2 #16
Importance of Distributed
Practice continued…
A consultative approach to service
delivery supports adoption of
distributed practice learning.
Itinerant teachers should spend
their time focusing on their ECE
‘partner’, discussing and planning
for distributed practice
opportunities to occur between
itinerant visits.
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M2 #17
 Make sure participants understand the nature of the IEP
objective. Ask participants to discuss this question with
each other and share examples.
Distributed Practice - Examples
Consider a 4-year old child with mildmoderate cognitive delays who is
functioning @ 24-36 mos.) who has an
IEP objective of ‘following a 2-part
direction’.
• How would an Itinerant ECSE teacher
address this learning objective, in her
weekly visits with child using a MASSED
Practice approach
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M2 #18
 Ask participants to discuss this question with each other
and share examples.
Distributed Practice - Examples
Consider this same 4 year old child with
mild-moderate cognitive delays
(functioning @ 24-36 mos.) who has an
IEP objective of ‘following a 2-part
direction’.

• How would an Itinerant ECSE teacher
address this learning objective, during
her weekly CONSULTATION visits and
planning for DISTRIBUTED Practice?
Discuss the fact that from the itinerant teacher’s point of
view, providing massed and direct practice may be
EASIER, but it will not be as effective in supporting
children’s learning as a distributed practice approach.
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
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Slide
Support for Recommended ChildFocused Intervention Strategies
 A consultative approach also supports
the use of child-focused intervention
practices identified as recommended
practices in the field. (Hemmeter,
Smith & Sandall, 2005) These
approaches include Embedded
Learning Opportunities (ELOs) and
Naturalistic Instruction
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Notes to Trainers
M2 #19
 Recommended child-focused intervention strategies
include the use of embedded learning opportunities and
naturalistic instruction. The purpose of this training is to
focus on consultation within itinerant ECSE service
delivery. Participants can learn more about childfocused intervention strategies in DEC’s Recommended
Practices for EI/ECSE (Hemmeter, Smith, & Sandall,
2005).

DEC’s Recommended Practices in Child-Focused
Strategies discuss the use of naturalistic interventions as
a preferred method of instruction (although teachers
must be aware that a range of instructional strategies can
be used to support children’s developmental outcomes).
M2 #20
Embedded Learning Opportunities
 Using an ELO approach, opportunities
for learning are embedded within the
child’s routines and daily activities.
 Planning MATRICES are used to help
teachers identify opportunities and
strategies to embed learning
opportunities that are related to
priority IEP objectives
Participants will learn more about embedding learning
opportunities within naturally-occurring routines and
activities in Module 4. These strategies can help ECE
teachers and parents understand how to plan and structure
interactions and activities for children in order to promote
learning. Examples of planning matrices are also included
in Module 4.
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M2 #21
Embedded Learning Opportunities
 For more information on embedded
learning opportunities click on any one
or all of the following:
• Passports for Learning
• Project Open House Routines Based
Approach
• Routines Based Approach Narrative
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
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Notes to Trainers
M2 #22
 Naturalistic instruction is also referred to as incidental or
coincidental instruction since instruction occurs at the
same time as children are engaged in other activities.
It’s important for teachers to understand that naturalistic
instruction is a PLANNED approach to supporting
learning. Teachers plan opportunities for learning and
take advantage of children’s engagement in an activity
to provide opportunities to practice skills or behaviors.
Naturalistic Instruction
 Principles of Naturalistic Instruction
include….
• Developing joint interest in an activity or
routine
• Providing systematic support in the form
of prompting strategies
• Providing “natural” forms of
reinforcement/rewards and
encouragement (Bailey & Wolery, 1992).
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M2 #23
 It is critical for itinerant ECSE teachers to be able to
explain to others (e.g., partner teachers, parents) the
importance of these principles and why it’s easier to
implement these strategies using a consultative approach
to service delivery. If there is time, ask participants to
role play a situation in which an itinerant ECSE teacher
explains to a parent why it’s probably MORE important
to work in consultation with partner teachers to support
children’s learning than it is for the itinerant ECSE to
ONLY work with children during itinerant visits.
Discussion Question
Describe how a consultative
approach to service delivery promotes
use of:
1. Distributed practice
2. Embedded learning opportunities (ELO)
3. Naturalistic Intervention (NI).
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
Make sure participants understand the terms “distributed
practice”, “embedded learning opportunities (ELOs)”
and “naturalistic intervention”.

For Slide #20, discuss vignette as a large group. Divide
the group into small discussion groups for vignettes in
slides 21 and 22.
M2 #24
Discussion
Gail is 4-year old with mild cognitive
delay. She needs help in using words to
express her needs.
How would you use a consultative
approach to help her teacher recognize
opportunities for Gail to practice use of
words skill throughout the day? How
would you help her mother recognize
opportunities at home?
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Module 2 Notes: Research Base Supporting Consultation in Itinerant ECSE
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Slide
Notes to Trainers
M2 #25
Discussion
Jaron is 5-year old with mild autism (PDDNOS). He needs to use Boardmaker pictures
to improve his activity transition skills in
preparation for kindergarten.
How would you use a consultative approach to
help his teacher to recognize / create
opportunities for Jaron to practice this skill
throughout the day? Could you do the same for
his parents? How?
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M2 #26
Discussion
Michael is 4-year old with Down
Syndrome and mild CD. He needs to
improve his verbal communication with
peers with the use of American Sign
Language.
How would you use a consultative
approach to help his teacher or parent
to recognize / create opportunities for
Michael to practice this skill throughout
the day?
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M2 #27
Something to do between training
sessions…
This is a follow up activity that will help participants see the
vast literature base that supports the use of distributed
practice.
 Do either a google or google scholar
search on the terms distributed
practice and massed practice. Can
you find any evidence to suggest that
massed practice in general is superior
to a distributed practice approach?
Write a short reflection about your
perspective on distributed practice.
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